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What do you think?

Reading for Meaning

ELA: 3rd

By: Elisha Campbell

Deep Learning Coach: Knott

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Research…..

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Incorporating reading for meaning in my classroom would allow:

  • Build the skills that proficient readers use to make sense of challenging texts
  • Few strategies put a greater premium on evidence than Reading for Meaning, which provides direct, supported training in how to find, assess, and use relevant textual evidence.
  • uses teacher-created statements to guide students' reading, teachers can easily craft statements to address any of the Kentucky standards for reading.

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Reference:https://www.ascd.org/el/articles/reading-for-meaning

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Research…..

Reference:The Core Six: Essential Strategies for Achieving Excellence with the Common Core

Professional Development Series

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Research…...

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Question/Problem

  • Area of focus/Problem
    • Improving reading comprehension and fluency through the use of higher-order thinking skills.
      • There are currently more than 75% of students in 3rd grade who scored below the 50th percentile in comprehension on their Fall Map score.

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Question/Problem

  • The WHY……
    • Too hard (challenging)
    • Not interested
    • School Shutdowns (covid, flooding)
    • Socioeconomic status
    • Motivation
    • Lack of support at home
    • Curriculum not addressing the right content and needs of students

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Question/Problem

  • How will implementing Reading for Meaning affect students’ ability to remember and explain key ideas from a text?

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Objectives/Goal:

  • The goal of my study is to see whether reading for meaning affects student comprehension and their ability to explain their reasoning.     

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  1. Read Complex Text Independently
    1. Increasing the complexity of the texts that students are expected to be able to read as they progress through school.
    2. extract meaning from even the most rigorous texts
  2. Cite specific evidence
    • use relevant evidence when supporting their own points in writing and speaking
    • making their reasoning clear to the reader or listener
    • constructively evaluate others' use of evidence"
      1. Agree or disagree with peers viewpoints on a text

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ACTION PLAN…...

  • Expectation
    • If Reading for Meaning is implemented into my guided reading groups for 6 weeks then I expect students to be able to support their claims with evidence and therefore increase their understanding of what they read.
      • Reading for Meaning will lead to increased reading comprehension.

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ACTION PLAN…...

  • Target Group
    • I will test how Reading for Meaning will increase my guided reading students' abilities to comprehend as opposed to the entire 3rd grade and discuss text they read, while simultaneously supporting their thinking with specific evidence from the text.

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ACTION PLAN…...

  • Implementation
    • Introduce a new text each week to guided reading group
      • Approximately 6 students
    • Generate a list of statements
    • Introduce topic and students preview statements BEFORE reading
    • Have students record evidence for and against each statement while (or after) they read.
    • Conduct a whole-class discussion in which students share and justify their positions.
      • If necessary, help students clarify their thinking and call their attention to evidence that they might have missed or misinterpreted.
    • Use students' responses to evaluate their understanding of the reading and their ability to support a position with evidence.

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Action Plan

    • Measuring Success
      • A comprehension pre-test will be given before the tool is implemented
      • Similar comprehension tests from easycbm.com will be given bi-weekly while the tool is being implemented during guided reading
      • Post-test
      • In addition, growth from MAP and CASE benchmarking will be observed from FALL to WINTER to determine how much growth has been made
        • This will be discussed with our reading interventionist and myself
      • Student Observation
      • Student perception surveys

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Measuring Success: Student Testimony

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Measuring Success Examples

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Quotes from my Kids

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Measuring Success: Numbers Don’t Lie

Student

Initial MAP test

End of the year MAP

MVPA 1st

MVPA 2nd

Student 1

188

207

56

71

Student 2

194

202

40

66

Student 3

195

196

52

63

Student 4

165

181

40

55

Student 5

174

200

56

74

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Measuring Success: Numbers Don’t Lie Cont.

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Measuring Success: Numbers Don’t Lie Cont.

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Challenges

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Contact information

elisha.campbell@knott.kyschools.us